eCOOL
eLearning combined with the
method of cooperative, open learning
gtn gmbh
What is COOL?
= cooperative, open Learning
 teamwork
learning to cooperate, freedom,
creativity, being member of a team
 responsibility
free choice of when to do what
(budgeting time, place of work and being
responsible for individual advancement
(„learning-contract“)
 self-dependency
controlled planning of projects,
documentation of learning-advancement,
individual activities
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COOL Quality-Criteria
Must-Haves

class-teacher-teams with regular team-communication
(at least three meetings per semester)

COOL-course-training required by at least two teachers

written assignments with precise learning goals
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freedom of choice for students to work on assignments within open
learn-phases – should be part of the regular schedule and make up at
least 3 hours/week, 1/3 of total classwork would be ideal

class-councils (3x /semester) as social-integrative method
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Centre of Cooperative Open Learning
Austrian-wide center to establish this learning-method on a broad range –
an initative of the Austrian Federal Ministry of Education (bm:ukk)
Main tasks
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cooperation / networking / information/ pr
continuous development
educational concepts
organizing of seminars
http://cool.schule.at
Quality-Criteria COOL
◦ COOL networking partners
◦ possibility of certification
http://cool.schule.at
◦ COOL (impulse)-schools
◦ certified as visitable school
◦ multiplier-headquarter
◦ schools using COOL & elearning
gtn gmbh
certificates are given for a 3-year-period
Certified COOL
Impulse-Schools
Center of cooperative
open learning
BHAK/BHAS
Reutte
BHAK/BHAS
Laa/Thaya
HLW Zwettl
BHAK/BHAS HLW LinzKirchdorf Landwiedstr.
Wien
HAK22-Donaustadt
SZ Ungargasse
HAS Friesgasse
BHAK Neumarkt
AC Salzburg
HAK Hallein
HAK/HAS
Mödling
BHAK/BHAS
Neunkirchen
HLW BregenzMarienberg
BHAK/BHAS
Oberwart
BHAK/BHAS Bludenz
BHAK/BHAS
Imst
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HAK Klagenfurt
International
CHS Villach
HLW
Hartberg
BHAK/BHAS
Bruck/Mur
BHAK/BHAS
Deutschlandsberg
eCOOL - Definition
eCOOL uses elearning-tools with the
method of cooperative, open learning
aspects:
◦ usage of the method COOL
◦ usage of elearning-platforms
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(lms-systems such as Moodle)
minimizing of online-phases
usage of eCOOL assignments
ePortfolio-work
game-based-learning
eCool – more aspects
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
usage of lms-system using various different collaborative and
communicative elements and activities

promotion of social competences/soft skills

results of assignments as parts of ePortfolios

verbalized feedback and reflection
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possibility for individualization

game-based-learning
eCOOL-assignments
Contents of assignments
• goals
• precognition
• budgeting time (release and deadline)
• interest pockets
• materials
• tasks and learning-products
• examination
• method, choice of social-form
• feedback/eportfolio/SCORM/blogging
• commitment, learning-contract
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eCOOL-assignments
contents of assignments
Basic:
 assignments in structured form with goals, time-table, social-form
 assignments in word-format
 distributed via lms
 upload of assignments
 verbalized teacher-feedback
Advanced:
 feedback of students – electronical questionnaire
 assignments in SCORM-format and downloadable
Expert:
 integration/usage of ePortfolios
 usage of social media
 game-based assignments
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development of
tool-set for this method
exabis e-Portfolio for Moodle
exabis student review for Moodle
exabis Flash-games for Moodle
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eCOOL eportfolio-work
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eCOOL-ePortfolio-work
Usage of ePortfolios within eCOOL-Concept
document management
 self-reflection & trainer-feedback (blogging)
 publishing-aspect (i.e. one‘s best work)
 documentation of learning-progress
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eCOOL reflection & review
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eCOOL-review/reflection
Usage of exabis student review
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generates reports for students
aggregated from different teachers
based on variable time-period
verbalized feedback
rating on COOL-scale
(teamwork, responsibility, self-dependency)
printable customizable version
eCOOL game-based-learning
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starting point
There are many games around, but…
• they are usually not developed by teachers
• cannot be manipulated by teacher
• are not integrateable into platforms
• usually don‘t have a didactical concept
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systematics
Game-based-learning – categorization of serious games1:
 knowledge-oriented contents
 questions
 glossary
 Memory …
 operative competence and systematical context
 virtual worlds
 role-playing games
 simulations
1simplified
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illustration from Mayer/Seufert, 2003
Moodle-Games
The games-module of Moodle
combines simple games with contents
of courses: questions, quizzes,
glossary…
games:
hangman, crossword,
cryptex, millionaire, sudoku,
"Snakes and Ladders", "Book with
questions" and "The hidden picture"
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student-feedback - Snakes & Ladders
Do you think it is useful to use games as part of class-work?
Would you use games to learn certain subjects?
How should a game work so it will be accepted by students?
Re: Game Based Learning2
Yes, I think that games are useful for class-work. They are fun and can simplify
learning. A game has to be fun and thrilling for students!
Re: Game Based Learning
Nice game – even though it does not quite come up to Warcraft III.
It can be used for learning in class because it is good for a change. I would however
prefer multi-player games so I can match myself with classmates.
2students asked
gtn gmbh
were age-group 15-18
student-feedback - Snakes & Ladders
Re: Game Based Learning
To my opinion it is very innovative to use games during classes. They can
help teachers make courses more interesting and simplify learning.
Re: Game Based Learning
I think that this game is way too boring – there is no benefit for me to
play this game. All you do is climb up a ladder and after finishing nothing
really happens. A game should be exciting, challenging and also useful for
learning. It might be a good start but there is still a lot to do ;)
gtn gmbh
Where is the connection between
eCOOL and game-based-learning?
gtn gmbh
eCOOL &
game-based-learning
usage of games in classroom-situations
using eCOOL-assignments:
• using different social-forms of interaction
(individual work, group-work, partner-work)
• assignments with work-packages
• individualized knowledge-acquirement
• interdisciplinary work
• development of media-competence
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Examples
Micro-Games
game
category
assignment
time
aspects
Superbrain-game
quiz
⁻ read articles
⁻ make questions/answers
⁻ enter questions into lms
⁻ give test
⁻ reflect
⁻ play superbrain-game
2-4
hrs
motivational
individualized
challenge
Startup
simulation
⁻ introduction into subject
⁻ produce scenario
⁻ play game
⁻ reflection of results
⁻ do alternative scenarios
2-4
hrs
simulation
manipulation of
scenarios
Museum Online
adventure
⁻ use different subjects
⁻ develop storyboard with students
⁻ use software/editor
⁻ other students play adventure
⁻ reflection and correction
8-10
hrs
interdisciplinary
high level of
student-involvement
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Example
complex games
game
category
assignment
time
aspects
The movies
simulation
⁻ getting acquainted with the game
⁻ creative process: find ideas,
develop storyboard
⁻Individualized development of
12-16
hrs
 high level of
individualization
 strengthening of
media competences
 interdisciplinary
motivational
12-16
hrs
challenge
social competence
 multimedia
competence
 interdisciplinary
⁻dialogs
⁻actors
⁻scenes
⁻audio-sequences
⁻film
Rockband
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rythmgame
⁻ group of students become band
⁻ develop marketing-concept
⁻ develop virtual identities
⁻ play game
⁻ business-aspects: management
⁻ competition „Battle of the bands“
Superbrain-Game
• didactical setting
• communicates
with Moodle
• challenge-aspect
downloadable at:
www.moodlekurse.org
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Community-Games
• social communities
• communication
• act in a community
• intercultural differences
• strategies for solving
problems
• can be extended by
adding new tasks
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Current project
Cooperative project between
• teachers (provide professional contents)
• students (provide ideas for games, concepts) and
• developers (professional output).
game-based-learning-scenarios and gaming-concepts should be
developed and published using
• game-development-engines (i.e. for making of adventures) and
• individually produced games (i.e. during school-projects).
gtn gmbh
COOL-Trailer:
http://www.youtube.com/watch?v=1PR
2gITXSrk
eCOOL-Trailer:
http://www.youtube.com/watch?v=cdr9Y6YN
JpA
DVD:
http://cool.schule.at
gtn gmbh
http://cool.schule.at
Center of COoperative Open Learning
www.cooltrainers.at
Platform for teachers interested in COOL
www.moodlekurse.org
eCOOL-assignments, exabis-Moodle-modules
www.gtn-solutions.com
my Company: elearning, social media, cms
/andreasriepl
my blog
Thank you!
Web:
www.gtn-solutions.com
Mail:
[email protected]